Factors that facilitate the use of technology among secondary teachers in Maldives

Abstract

Technology have brought significant impact in all the sectors of economic, academic and as well as to the social life positively in all the parts of the world (Assar, Amrani & Watson, 2010; Elwood & MacLean, 2009; Erdogan et al., 2010). Use of technology in education context empowers learners and teachers as it cultivates the development and promotes change. It leads to transformation of learning and teaching practices from teacher subjugated to student centered approach (Condie & Livingston, 2007). Certainly, teacher plays an important role in creating an interactive learning environment. The use of technology in instructional practice totally lies with teachers as they have the control over the teaching strategies employed in the classroom. This ex-post-facto quantitative research study was conducted because of the lack of information regarding the use of technology among teachers in Maldives. This study explores the factors that facilitate the use of technology in teaching practice among lower secondary teachers of Maldives. It is hoped that this study would assist in designing pre-service and in-service training programs particularly focused on technology use for students learning. In addition, this study would assist in developing policies and plans in the area of technology use in teaching and learning context. Data was collected through a self-reporting research questionnaire from the lower secondary teachers working in the schools located in the capital city, Male’. A total of 373 questionnaires were returned which was about 68 percent of the total. To reduce the biases that was observed during the analysis process, ipsatizative scores were computed. The results revealed that there is a gender disparity in the use of technology in teaching practice. Female tend to use technology in traditional context while the male participants’ shows constructivist use technology. This disparity could have a relation to Maldives tradition and culture. Regarding the pedagogical belief, overall the participants inclined to have a traditional pedagogical belief. Looking at teacher training programs, teachers trained in local institutes tend to use technology more traditionally compared to teachers trained from overseas. Professional development programs (PDP) need to be formulated according to the needs of the teachers and there is a need for continuous PDP in all schools. The study also revealed that teachers above 40 years tend to use technology for students learning compared younger teachers. More emphasis need to be placed to retain teachers in this field for a longer period.